CELLULAR BIOLOGY UNIT:
Day #1 (September 4th):
Learning Goals:
1) To develop an understanding of what this course is about and if it meets my educational needs/desires.
2) To have an understanding of the cell and the cell theory.
3) To understand the features of microscopes and compare their features.
Success Criteria:
1) I will know that units of study include: Cellular Biology, Genetics, Microbiology, Anatomy of Mammals and Plants in the Natural Environment.
2) I am able to identify and label the organelles within the cell and explain their function. I can also state the three tenants of the cell theory.
3) I am able to compare the similarities and differences between the Compound Light Microscope, Electron Transmission Microscope, and the Electron Scanning Microscope.
Day #2 (September 5th):
Learning Goals:
1) To understand the structure and function of the cellular membrane.
Success Criteria:
1) I know that the cell membrane is fluid and can describe the processes of Passive Transport (Diffusion, Osmosis, and Facilitated Diffusion) and Active Transport (Carrier Protein, Endocytosis, and Exocytosis). I can explain the process of Sodium/Potassium Pump.
Day #3 (September 6th):
Learning Goals:
1) To further get to know my classmates.
2) To understand the four types of macromolecules and their structure.
Success Criteria:
1) I will introduce myself to at least one other person and tell them something about myself.
2) I can identify the macromolecules as Carbohydrates, Lipids, Proteins, and Nucleic Acids. I know that they are polymers composed of monomers (Sugars, Glycerol & Fatty Acids, Amino Acids, and Nucleotides) and can provide at least one example for each type. I know that all organic molecules are composed of 3 common elements: carbon (C), hydrogen (H), and Oxygen (O).
Day #4 (September 7th):
Learning Goals:
1) To define an enzyme.
2) To know the factors that affect enzymes and how they affect them.
Success Criteria:
1) I know an enzyme is a protein that is specific to each reaction that it speeds up (catalyzes).
2) I know that increasing heat will increase the rate of enzyme reaction, pH must be optimal (not too acidic or basic), and the higher the concentration the quicker the reaction. I can differentiate between an anabolic and a catabolic reaction.
Day #5 (September 10th)
Learning Goal:
1) To learn how to properly present an argument for or against an issue.
Success Criteria:
1) I am able to state at least three points for each side of an argument (pros and cons), make a decision about an issue and justify my choice.
Day #6 (September 11th)
Learning Goals:
1) To understand the relationship between photosynthesis and cellular respiration.
2) To differentiate between aerobic and anaerobic respiration.
Success Criteria:
1) I can state the word equation for both photosynthesis and cellular respiration and recognize the products of one are the reactants of the other.
2) I can differentiate between aerobic and anaerobic respiration in terms of the location in which they occur, the amount of energy they produce, what type of organism is more likely to use each form, and the role of oxygen in the reaction.
GENETICS UNIT:
Day #7 (September 12th)
Learning Goal:
1) To become familiar with genetic terms such as genetics, heredity, dominant trait, recessive trait, genotype, phenotype, genes, and alleles.
Success Criteria:
1) I can define and provide an example of each of the following terms: genetics, heredity, dominant trait, recessive trait, genotype, phenotype, genes, and alleles.
Day #8 (September 13th)
Learning Goals:
1) To determine genotypes and phenotypes of first generation offspring.
2) To interpret data and draw conclusions.
Success Criteria:
1) I can properly set up and complete a Punnett Square for monohybrid crosses to determine the genotypes and phenotypes of the offspring for the first generation.
2) I can read text and determine how to identify the alleles as dominant or recessive in my Punnett Square and produce multiple outcomes with various parents.
Day #9 (September 14th)
Learning Goal:
1) To understand how hereditary characteristics are pass from generation to generation.
Success Criteria:
1) I can explain how the concepts of DNA, genes, chromosomes, allesles, mitosis, and meiosis account for the transmission of hereditary characteristics from generation to generation.
Day #10 (September 17th)
Learning Goals:
1) To investigate the process of meiosis and identify and define the phases.
2) To explain the process of meiosis.
Success Criteria:
1) I can identify the phases of meisosis (interphase I & II, prophase I & II, metaphase I & II, anaphase I & II, telophase I & II) and cytokenisis provided with an illustration and/or descriptive text.
2) I can explain the process of meiosis in terms of cell division and the movement of chromosomes.
Day #11 (September 18)
Learning Goal:
1) To develop an understanding of genetic disorders.
2) To investigate different reproductive technologies.
Success Criteria:
1) I can describe some genetic disorders that are caused by chromosomal abnormalities (ie. non-disjunction) or other genetic mutations.
2) I can describe reproductive technologies such as cloning, artificial insemination, and in vitro fertilization.
Day #12 (September 19)
Learning Goals:
1) To debate a "hot topic" in the field of genetics and form an opinion about this "hot topic"
2) To watch the movie, Gattaca and note correlations between the movie and our Genetics unit.
Success Criteria:
1) I am able to state at least three disagreements and agreements with a statement about a "hot topic" in the field of Genetics and form and justify an opinion.
2) I am able to answer the "connection to science" questions for the Gattaca moive.
MICROBIOLOGY UNIT:
Day #13 (September 20)
Learning Goals:
1) To understand how taxonomy helps classify and name organisms.
2) To understand the differences and give examples of prokaryotic and eukaryotic cells.
3) To understand the characteristics, provide at least one example (representative organism), provide an overview of the reproduction (asexual vs. sexual), the connection to human health and the role within the ecosystem for protists.
4) To understand the characteristics, provide at least one example (representative organism), provide an overview of the reproduction (asexual vs. sexual), the connection to human health and the role within the ecosystem for bacteria.
Success Criteria:
1) I understand that a scientific name is generally a two name system written as Genus species. I understand the importance of using scientific names to avoid confusion associated with common names.
2) I can state the differences between prokaryotic and eukaryotic cells in terms of # of cells, size of cell, organelles contained within, and DNA type. I also know that bacteria are prokaryotic and fungi, plant, animal, and protist cells are eukaryotic.
3) I can state the characteristics (unicellular, eukaryotic, animal like - heterotrophs, plant like - autotrophs, fungi like), provide at least one example (representative organism), provide an overview of the reproduction (asexual-binary fission), the connection to human health (Diatoms - used in toothpaste, Paramecium - digest cellulose) and the role within the ecosystem (Algae - supply 2/3 of world's oxygen, Plasmodium - causes malaria and lives in mosquitos) for protists.
4) I can state the characteristics (unicellular, prokaryotic, autotrophs, heterotrophs, aerobic, anerobic, have circular DNA called plasmids), provide at least one example (Archebacteria - Methanogens, Halophiles, Thermophiles and Eubacteria - Cyanobacteria), provide an overview of the reproduction (asexual-binary fission and sexual-conjugation), the connection to human health (actinomycetes produce antibiotics, produce vitamin K) and the role within the ecosystem (convert nitrogen into a usable form) for bacteria.
Day #14 (September 21)
Learning Goals:
1) To understand the characteristics, provide at least one example (representative organism), provide an overview of the reproduction (asexual vs. sexual), the connection to human health and the role within the ecosystem for viruses.
2) To understand the characteristics, provide at least one example (representative organism), provide an overview of the reproduction (asexual vs. sexual), the connection to human health and the role within the ecosystem for fungi.
Success Criteria:
1) I can state the characteristics (not cellular, have nucleic acids, RNA or DNA, cannot make proteins themselves, has protein coat aka "capsid" for protection, various shapes), provide at least one example (Bacteriophage, Influenza Virus, HIV), provide an overview of the reproduction (only goal is to reproduce inside a host), the connection to human health (insert "good genes" into people with genetic diseases, bacteriophage can destroy bacteria without hurting human cells) and the role within the ecosystem (can introduce desired traits into plants and animals) for viruses.
2) I can state the characteristics (unicellular, eukaryotic, filamentous, hetertrophs, ), provide at least one example (), provide an overview of the reproduction (), the connection to human health () and the role within the ecosystem () for fungi.
Day #15 (Sept 24th)
(same as Days #13 & #14)
ANIMAL ANATOMY & PHYSIOLOGY UNIT:
Day #16 (Sept 25th)
Learning Goals:
1) To learn the components of the heart.
2) To explain the process of blood flow in/out of the heart.
Success Criteria:
1) I can identify the components of the heart in a diagram.
2) I can explain the roles of the components of the heart (aorta, ventricles, atriums, vena cavas, pulmonary arteries/veins, valves) in the process of blood flow in/out of the heart.
Day #17 (Sept 26th)
Learning Goals:
1) To be able to characterize the three types of blood vessels: arteries, veins & capillaries.
2) To be able to label the components of the respiratory system.
Success Criteria:
1) I can distinguish between arteries & veins in terms of blood pressure, thickness of muscle, and direction of blood flow. I know that capillaries join arteries and veins and are very thin and porous.
2) I can successfully label the respiratory system (nose, nasal cavity, pharynx, larynx, trachea, bronchi, bronchioles, alveoli, capillaries).
Day #18 (Sept 27th)
Learning Goals:
1) To understand the mechanism of breathing.
2) To understand the exchange of gases during inhalation and exhalation.
Success Criteria:
1) I can explain the movement of the intercostal muscles and diaphragm during the inhalation (contracted) and exhalation (relaxed) of breathing.
2) I know that during inhalation the body takes in oxygen and expels carbon dioxide during exhalation.
Day #19 (Oct 1st)
Learning Goals:
1) To gain an overall understanding of the digestive system.
2) To gain an understanding of the chemical processes in digestion.
Success Criteria:
1) I can describe the passage of 'food' through the digestive system identifying the key components (mouth/oral cavity, esophagus, stomach, small intestine - duodenum, jejunum, ileum, large intestine - ascending, transverse, descending colon, rectum, anus).
2) I can state the role of the saliva (enzymes), gallbladder (bile), pancreas (enzymes), and stomach (enzyme & acid) in chemical digestion.
Day #20 (Oct 2nd)
Learning Goals:
1) To be able to identify components of the excretory system.
2) To explain the process of filtration in the nephron.
Success Criteria:
1) I can identify the components of the excretory system (kidney, nephron, urethra, ureter, urinary bladder).
2) I can describe the process of filtration, re-absorption, and secretion in the nephron.
Day #21 (Oct 3rd)
Learning Goals:
1) To identify and explain a disorder of the excretory system.
2) To distinguish the key players of the nervous system.
3) To identify the three main areas of the brain.
Success Criteria:
1) I can explain at least one disorder of the excretory system in terms of defining the disorder, symptoms, how it affect the system, and available treatment options.
2) I know that the nervous system is comprised of the brain & spinal cord (central nervous system) as well as nerves and sensory organs (outer nervous system).
3) I know that the brain is comprised of the cerebrum, cerebellum, and brain stem.
Day #24 (Oct 4th)
Learning Goals:
1) To understand how neurons transmit messages from/to the brain.
2) To gain an understanding of how the brain's function can be impaired.
Success Criteria:
1) I know that chemicals are transmitted between cells through synapses in a four step process.
2) I know that accidents, drugs/alcohol, and disease can kill neuron cell bodies and/or impair receptors on cells during synapses.
